1. Mainstreaming Gender in Professional Military Education

2. Agenda Lesson Overview Lesson Plans Identify Direct & Indirect Methods
Discuss Assessments

3. Professional Military Education Faculty/Instructors, US
Training requirement Aim
Lesson is designed to support education and training experts in implementing gender perspective into their own instructional materials.
NATO Bi-SC Directives 40-1 and 75 and UNSCR 1325 Resolution and National Action Plan on WPS.
Target audience
Professional Military Education Faculty/Instructors, US
Professors and instructors in the professional military education systems with advanced knowledge of military planning and operations.
15 students / 4 X year
Learner Characteristics:
Trained faculty, all with bachelors degrees, most with advanced educational degrees. 90% male and majority have military experience
Some may have limited experience with the use of female searchers and female engagement teams
Native English speakers
Time
6 hrs- 3 two hour blocks
Learning outcomes
Students will be able to apply gender mainstreaming principles in educational and training scenarios across all curriculum topics and subject matter areas.
Students will be conversant in UNSCR 1325 and NATO Bi-SC Directive 40-1, US NAP and DOD Guidlines.
Students will be able to define and explain 4 key gender terms; Sex, Gender, Gender Perspective, Gender Mainstreaming.
Recognize and explain operational impacts of applying a gender perspetive.
Translate gender perspective by mainstreaming gender topics in curriculum topics.
Training will be assessed through a questionnaire and a curriculum application product.
Individual study: students complete ADL 169 prior to attending class.
Block 1 Introduction, terminology and directives via direct and indirect instruction
Block 2 Operational relevance; Case studies discussion from Whose Security?
Block 3 Mainstreaming gender across the curriculum
Post-test questionnaire with discussion
Content/Resources
(Training Environment and Training Materials)
ADL Course
Gender Questionnaire
Case Studies from ’Whose Security?’
NATO Checklists
Classroom
Computer and powerpoint capabilities
Course POC: Ellen Haring USA

4. Time
Topic
Strategy Method
Related outcome(s)
Related Assessment(s)
Content guidance
Content Resources
Faculty
 1st Hour
Introduction
20 minutes
Directives
30 minutes
Students introduce themselves by speaking about their experience with gender
Direct: PPT guided discussion of history and purpose of each document
Familiarity with other students
Knowledge of the existence of directives
Faculty assesses level of gender understanding by listening to student responses.
Student responses during presentation and discussion
PPT supported
UNSCR 1325
Be-SC 40-1
US NAP
DOD Guide
Faculty with advanced gender understanding
Faculty with advanced knowledge of directives.
2nd Hour
Gender Terms and Definitions
50 minutes
Indirect; Working in 3 small groups students define: sex, gender, gender perspective and gender mainstreaming
Define, explain and differentiate the between key terms
Student groups produce gender definition reference document
DPKO Terms and reference guide
Faculty with well developed gender perspective
3rd Hour
Operational Relevance
15 minutes
Indirect, large group guided discussion. Discuss cases presented in ADL
Direct instruction, introduce NATO gender checklists
Examine 3 ADL cases and their links to operational outcomes.
Familiarity with resources
Student responses during guided discussion
ADL 169
NATO checklists

5. Time
Topic
Strategy Method
Related outcome(s)
Related Assessment(s)
Content guidance
Content Resources
Faculty
4th Hour
Operational Relevance
Indirect Instruction: Working in 3 small groups (strategic, operational and tactical) apply the appropriate NATO gender checklist in pre-mission planning to a single case
Apply NATO checklist to 3 scenarios drawn from Whose Security?
Brief team product to classmates and faculty for feedback and evaluation.
NATO checklist
3 cases drawn from “Whose Security?”
 5th Hour
Gender mainstreaming in curriculum and instruction 1st hour
Indirect instruction: Students take 1 hour to modify one of their lesson plans to incorporate a gender perspective.
Apply gender mainstreaming principles to one of your lesson plans
6th Hour
Gender mainstreaming in curriculum and instruction 2nd hour
Student brief back
Students can apply gender perspectives by mainstreaming them in their lesson plans
4 students brief their plan to demonstrate their ability to integrate a gender perspective in their lesson

6. Classroom Introductions
Please introduce yourself by providing:
your name and an easy way of remembering it
what you teach
what you know about gender
20 minutes

7. Foundational Directives & Documents
UNSCR 1325 on Women, Peace and Security (2000) with subsequent resolutions ( )
US National Action Plan on Women, Peace and Security (2012)
NATO Bi-Strategic Directive 40-1 (2012)
US Department of Defense Guidelines
30 minutes
Pass out NCGM Summary Document
Pass out and discuss UN Resolutions summary document from NCGM
Pass out and discuss US NAP
Pass out and discuss NATO Bi-Sc Directive 40-1.
Pass our and discuss US DOD Guidance on WPS

8. Key Terms and Definitions
In small groups of 5 or fewer define the and write the definitions of the following terms on the board:
Sex
Gender
Gender perspective
Gender mainstreaming
Give student groups 30 minutes to develop their definitions then have each group provide one definition to the class at large, discuss and come to a common agreement. Leave definitions posted for duration of instruction in order to refer to the material as the classes progress. After they have briefed their results provide the NATO/UN definitions page and discuss the differences.
30 minutes for small group work followed by 20 minutes of large group discussion

9. Sex and gender Which pertains to sex and which pertains to gender?
Sex and gender
Which pertains to sex and which pertains to gender?
Socially constructed
Changes over time
Constant
Changes by country
Learned
This is crucial to the understanding of these two terms sex and gender.
Sex – biological differences of being man and woman
Gender – socially constructed differences.
So why do we separate between these two definitions, between sex and gender? Because when it comes to our understanding of a society, this aspect of gender being socially constructed is very important.
For example,
Sex- constant (for the most part)
Gender – can change over time
Sex – universal (the same all over the world)
Gender – dynamic between spaces and cultures
Give many examples!
I know that you native english speakers might cringe a little bit – gender of a baby, but this is the general understanding of sex and gender in our respective organizations, in academia – and it is the one that we will use here.
Can be tricky with different language and translating these terms.
In finnish there is no he or she pronoun, it is gender neutral. They don’t even have a word for gender.
In french, they’re obsessed with gender in their linguistics, everything has got a gender.
In swedish, we just use the english word gender, ”gender”,
Any own experiences?
So when applying these terms and definitions, make sure that the person that you talk to have the same understanding as you. And be aware that some of this can be lost in translation simply because difference language define these words differently.
Universal
Biological

10. ADL Case Study Discussion
Food Distribution
Dancing Boys
Village Security
Search Operations
Take 30 minutes to discuss the cases highlighted in the ADL course. Ask students if they have examples from their own experiences.

11. Gender mainstreaming at the Strategic, Operational and Tactical Levels
TA categories can be different levels: strategic, operational and tactical level
All this levels work with different things and have different tasks, there fore the content of training as well as the methods should vary accordingly

12. When is gender mainstreaming needed at the strategic level? Example?
You can write the examples that students give on a white board
And then compare that with next slide…
At the strategic level…
1. Strategic military guidance and policy
2. Military operation planning
3. Military planning to enhance conditions of service
4. Force generation
5. Monitoring and reporting
6. Operational advice and support TCC

13. Gender mainstreaming for strategic level activities
1. Strategic military guidance and policy
2. Military operation planning
3. Military planning to enhance conditions of service
4. Force generation
5. Monitoring and reporting
6. Operational advice and support TCC
strategic level;
Analysis  incorporate in Operational plans/strategies
activities comprise:
Development guidance & policy Including relevant principles and objectives WPS
Assessment differences in security priorities
Specific needs deployed mil personnel
Balance number male/female
Report progress mil efforts
Underlines HR, including rights women and girls

14. Internal or External focus
External (operations):
Principles of UNSCR 1325 integrated into planning, implementation and evaluation of operations
Promoting participation of women in international operations
Internal (personnel):
Gender equality
Preventing sexual harassment
Preventing discrimination
Promoting increased recruitment of women in the forces

15. When is gender mainstreaming needed at the operational level? Example?
You can write the examples that students give on a white board
And then compare that with next slide…
Operational level:
translation strategic guidance in to field level duties & coordination in accordance with the mission mandate
Depending on the scope of the mandate, these military tasks may include activities to ensure:
1. Military protection activities
2. Security support activities (incl. DDR, Electoral security, Support to National security Forces, Mission Support)
3. Monitoring and verification activities
4. Military liaison activities

16. Gender objectives for operational level activities
1. Military protection activities
2. Security support activities
3. Monitoring and verification activities
4. Military liaison activities
Gender Objectives for Operational-Level Tasks:
1. all measures:
protection of civilians
support the delivery of humanitarian assistance
protect UN facilities and personnel respond to the priorities of both women and men.
2. impact on women and women`s role in and contribution to peace and security processes. Includes in IO.
3. military component of peacekeeping operations  contributions/perspectives of both women and men in the host country. Mont/verif implem peace agreements
4. integrated approach to implementation of mandates on women, peace and security.

17. When is gender mainstreaming needed at the tactical level? Examples?
You can write the examples that students give on a white board
And then compare that with next slide…
Tactical level:
military activities involve
translation of concepts/guidance into tasks that can be implemented.
related to:
1. Patrol duties
2. Checkpoints and roadblock duties
3. Search operations
4. Protection tasks
5. Security support tasks
6. Monitoring and verification tasks
7. Military liaison tasks

18. Gender objectives for tactical level activities
1. Patrol duties
2. Checkpoints, roadblocks, search operations
3. Protection tasks
4. Security support tasks
5. Monitoring and verification tasks
6. Military liaison tasks
At the tactical level, military activities involve the translation of concepts and guidance into tasks that can be implemented.
These include activities related to the protection of civilians, patrolling, checkpoint duties, humanitarian aid support and assistance to national security forces.
Gender Objectives for Tactical-Level Tasks:
1. enhance information operations and helps to facilitate increased protection for woman and girls.
2. include appropriate provisions for conducting searches and involve gender- and culturally-sensitive procedures.
3. addressing the specific protection concerns of woman and girls
4. including DDR, support for elections, national security forces.
5. assess differences in security risks/consulted during information operations.
6. mixed teams reach out to entire local population.

19. Summary
To have a gender perspective is to have the ability to detect if and when men, women, boys and girls are being affected differently by a situation due to their gender.
Everyone’s responsible for gender mainstreaming.
There are different activities and considerations at different levels
DPKO/DFS guideliness: Tool & Checklist

20. NATO Gender Checklists
Strategic
Operational
Tactical

21. Gender perspective at different levels
?Questions?
DPKO Development guidelines 2009
Tool: practical translation UNSCR mandates on WPS
Support Military personnel
They represent all the layers of military engagement

22. Application
Working in three small groups apply the appropriate NATO gender checklist to the following scenarios
Haiti Earthquake Relief-Strategic
KFOR Monitoring Teams-Operational
Afghanistan Women’s Patterns of Movement-Tactical

23. Final Assessment
Take what you have learned during the last four hours and modify one of your lesson plans in a manner that includes a gender perspective as a cross cutting theme. Return in 1 hour and explain to the group what lesson you plan to modify and how you will modify it.